IBI Therapy
Programs

IBI Therapy

Research shows that implementing IBI based on the principles of ABA, help in building essential foundation skills for children. Learn more about IBI below

IBI THERAPY

IBI (Intensive Behaviour Intervention) is a structured approach that uses the principles of ABA (Applied Behaviour Analysis) to help your child learn in a multitude of developmental domains. These comprehensive developmental domains can include but are not limited to the following: Pre-academic Skills, School Participation Skills, Play Skills and Social Skills, Attending, Functional Communication, Expressive Language, Fine Motor Skills, Gross Motor Skills, Imitation Skills, Personal Care Skills, Receptive Language, Matching/Visual Performance.

Using intensive and direct errorless teaching strategies, children are taught these essential skills. These are delivered through settings that are controlled and will aid in preparing them to transition to a classroom setting while in school.

Intensive Behavioural Intervention Program and Assessment

The overall goal of IBI is to increase functional, learning and living skills and to decrease challenging behaviours. Our IBI treatment involves:

  • Individualized programs and goals for each child based on their strengths and weaknesses
  • Intensive therapy can usually be 9-35 hours per week depending on the needs of the child
  • Discrete trial training in one to one structured programming
  • Small group instructions
  • Activity based errorless learning
  • Incidental and Natural Environment Teaching
  • 1:1 support with Registered Behaviour Therapist (RBT) and Behaviour Therapists, ongoing supervisions with Senior Therapists and Clinical Supervisor (BCBA)

Our Programs

Social Skills
Functional Living Skills
Behavioral Support
Parent Training

IBI is generally performed in a one-on-one session in a private space

Various strategies are used to implement these programs. Some of them include:

Discrete Trial Teaching is a form of instruction that uses applied behaviour analysis. This method is closely related to the teaching of massed trials or "drills". Often you'll see the words "discrete trial instruction," "discrete trial teaching," or “discrete trial procedure," but all these phrases are the same as discrete trial preparation.

This term implies a variety of techniques used to resolve generalization issues often faced by children on the specturm. Skills are taught in natural conditions throughout the child's day. Incidental instruction, medium preparation, and in situ teaching are unique techniques intended for application in the environment. Situation instruction can be used to teach communication and social skills, as well as functional abilities in the community like playing at the park, walking safely, or shopping etc.

Before a child learns to speak, techniques must be implemented to teach them basic communication skills so that they can meet their needs effectively by using expressions, objects, or images. Intervention are needed to replace the negative behaviour of a child with effective communication. For our very young and early learners we use PECS (picture exchange communication system) and for those with more complex communication needs we use augmentative or alternative communication device to supplement their speech.

Many children on the spectrum need to be taught how to have a successful social experience. They often want to communicate with others, but may not know how to connect with others or may be intimidated by the idea of new interactions. Education on social skills will help your child build better social skills in a structured way. We offer strategies and techniques to help your child understand emotions, play skills, turn taking, and most of all essential communication.

Problematic behaviour can arise in a child's life at different stages of their growth. Numerous studies on problem behaviour treatment have shown that functional analysis (FA) is one of the best approaches to identify the underlying cause of the behaviour and the most effective way to treat it. Using FA we will analyse, assess and streamline a behaviour modification plan that suits your child the best to decrease the problem behaviours and replace them with more appropriate ones.

Errorless Learning

Errorless learning is extremely effective for kids who are likely to make mistakes and help them to seek feedback more quickly than "trial and error" teaching methods.

The use of guidance is designed to avoid mistakes or inaccurate responses. Usually prompts are provided (artificial signals that assist the learner with the correct response) so that a person responds in a specific action. Once the child is properly engaged in the behaviour, then these prompts are slowly but steadily faded or removed to bring the right behaviour with no errors.

Errorless Teaching

Striking a balance between the starting points for learners and the final result, errorless teaching breaks down the ability into its components and lets the learners achieve the desired result. Some common techniques used in errorless teaching.

1. Stimulus fading: Stimulus fading involves modifying or adding a new feature to the target stimulus, such as colour, intensity, or size, which is slowly faded by reducing its volume or components.

2. Stimulus shaping: Stimulus shaping is a highly effective method to teach skills of discrimination. The topographical arrangement of the stimuli in stimulus shaping is slowly adjusted over trials so that classification becomes easier at first and then becomes more difficult.

3. Time delay: Time delay is a technique that focuses on reducing the use of prompts during learning exercises while also increasing the possibility of the potential use of desired skills/behaviours.

Development of Skills

IBI is very versatile and breaks down skills through task analyses and backward chaining to teach social and free play, receptive language, how to read, imitate, expressive and social language. IBI seeks to improve the standard of living by focusing on programs across all areas of development.

The Role of Parents

Parents play a pivotal role in helping their kids generalize skills learned to other environments through IBI. We provide parent training to ensure the skills taught at therapy are transferred to home. Parents and therapists will work together to ensure that the skills learned in one environment are capable of being generalized in other environments.

Once your child comes in for therapy, we perform an extensive ABLLS-R assessment the result of which forms the basis of programing for your child. The data thus collected is put together by our BCBA/Senior Therapist for unique programing that is custom made for your child which is evidence based. The programs created addresses the 25 domains involved in the overall development of a child.